Pedagogy and Active Board Essay

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Since identifying and valuing coins are a basic math and life skill students need to understand these concepts. The goal is third grade special education students will obtain and utilize basic skills to determine how much money is needed to make a purchase by identifying and valuing coins. Materials List 1. Skip count song (2, 5, 10) 2. Skip count flipchart (2, 5, 10) 3. Skip count manipulatives (2, 5, 10) 4. Skip count worksheets (2, 5, 10) 5. Money song (penny, nickel, dime, quarter) 6. Money flipcharts (penny, nickel, dime, quarter) 7. Money manipulatives (penny, nickel, dime, quarter) 8.

Money worksheets (penny, nickel, dime, quarter) 9. Calculators 10. Small items for final assessment store activity Task Analysis 1. Review skip counting (2, 5, 10) 2. Penny activities 3. Nickel activities 4. Dime activities 5. Quarter activities 6. Activities combining coins 7. Making a purchase Performance Objectives ¢ Review skip counting (2, 5, 10) Objective: Recall prerequisite skill of skip counting in order to count coins by 5s and 10s. ¢ Penny activities Objective: Students will identify a Penny by name and value. ¢ Nickel activities Objective: Students will identify a Nickel by name and value. Dime activities Objective: Students will identify a Dime by name and value. ¢ Quarter activities Objective: Students will identify a Quarter by name and value. ¢ Activities combining coins Objective: Students will combine various coins to reach a given amount. ¢ Making a purchase Objective: Students will combine coins in order to make a purchase. LESSON PLAN Name: Rebecca Hunter 06, 08, 09, 102. 1. 2-03, 04, 06, 08, 09, 10 |GENERAL INFORMATION | Lesson Title & Subject(s): Skip Counting

Topic or Unit of Study: Money Grade/Level: K-5 Special Needs Instructional Setting: 8 students (5 boys, 3 girls), classroom, small group, active board, dry erase board |STANDARDS AND OBJECTIVES | Your State Core Curriculum/Student Achievement Standard(s): M1N3b. Skip-count by 2s, 5s, and 10s, forward and backwards; to and from numbers up to 100. Lesson Objective(s):Students will skip count by 2, 5, and 10 up to 100, with at least 80% mastery on the independent practice worksheet. MATERIALS AND RESOURCES | Instructional Materials: Active board, Skip Count song, chart paper, markers Resources: Harry Kindergarten. (2010). Watcha gonna do?. Youtube. Retrieved January 11, 2012 from: www. youtube. com. Vidz4kidz. (2011). Number Train. Youtube. Retrieved January 11, 2012 from: www. youtube. com. | INSTRUCTIONAL PLAN |

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 1. Identification of Student Prerequisite Skills Needed for Lesson: 5 min We will discuss standard and objective. Number train song to review counting. 2. Presentation of New Information or Modeling: 15 min We will discuss our new math vocabulary and what those words mean: skip counting and discuss ways we may use skip counting. As we discuss this new material I will model examples using a number line for counting by 2s, 5s, and 10s. 3. Guided Practice: 10 min

In a small group we will listen to and sing the skip counting song Watch gonna do? as we stomp out our numbers to 100. 4. Independent Student Practice: 20 min I will monitor and provide assistance as students work with a partner to complete a chart of skip counting by 2, 5, or 10 all the way to 100. Students will share their work with the group. 5. Culminating or Closing Procedure/Activity/Event: 10 min We will review the term; skip count and how skip counting may help us. Discuss how these terms will help us in our next lesson as we learn about pennies.

Pedagogical Strategy (or Strategies): direct instruction, small group, partner work Differentiated Instruction: learning disabled: provide number lines for students to use as prompts for counting and writing numerals. Student Assessment/Rubrics: Students will be assessed through observation during direct instruction and demonstration of knowledge on guided practice and individual practice. Students must score 80% out 100% on the individual assignment to demonstrate mastery. LESSON PLAN Name: Rebecca Hunter 06, 08, 09, 102. 1. 2-03, 04, 06, 08, 09, 10 GENERAL INFORMATION | Lesson Title & Subject(s): Pennies Topic or Unit of Study: Money Grade/Level: K-5 Special Needs Instructional Setting: 8 students (5 boys, 3 girls), classroom, small group, active board, dry erase board |STANDARDS AND OBJECTIVES | Your State Core Curriculum/Student Achievement Standard(s): MKN1h. Identify coins by name and value (penny, nickel, dime, and quarter).

Lesson Objective(s):Students will identify a Penny by name and value, with at least 80% mastery on the independent practice worksheet. |MATERIALS AND RESOURCES | Instructional Materials: Active board, Pennies, dry erase markers, small items Resources: Harry Kindergarten. (2010). Watcha gonna do?. Youtube. Retrieved January 11, 2012 from: www. youtube. com Harry Kindergarten. (2010). Money, Money, Money. Youtube. Retrieved January 11, 2012 from: www. youtube. com. INSTRUCTIONAL PLAN | Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 1. Identification of Student Prerequisite Skills Needed for Lesson: 5 min We will discuss standard and objective. Watcha gonna do? song to review skip counting. 2. Presentation of New Information or Modeling: 15 min We will discuss our new math vocabulary: Penny. How much is a Penny worth? What does it look like?

I will display on the active board the front and back of the Penny. We will listen to the song Money, Money, Money, and review the portion about Pennies. We will pass around a Penny. 3. Guided Practice: 10 min In a small group we will use the active board to identify and count Pennies. 4. Independent Student Practice: 20 min Students will complete 2 worksheets identifying and counting Pennies. 5. Culminating or Closing Procedure/Activity/Event: 10 min We will make a chart of what we know about Pennies. Discuss how these terms will help us in our next lesson as we learn about Nickels.

Pedagogical Strategy (or Strategies): direct instruction, small group, independent work Differentiated Instruction: learning disabled: provide number lines for students to use as prompts for counting and writing numerals. Student Assessment/Rubrics: Students will be assessed through observation during direct instruction and demonstration of knowledge on guided practice and individual practice. Students must score 80% out 100% on the individual assignment to demonstrate mastery. LESSON PLAN Name: Rebecca Hunter 06, 08, 09, 102. 1. 2-03, 04, 06, 08, 09, 10 GENERAL INFORMATION | Lesson Title & Subject(s): Nickels Topic or Unit of Study: Money Grade/Level: K-5 Special Needs Instructional Setting: 8 students (5 boys, 3 girls), classroom, small group, active board, dry erase board |STANDARDS AND OBJECTIVES | Your State Core Curriculum/Student Achievement Standard(s): MKN1h. Identify coins by name and value (penny, nickel, dime, and quarter).

Lesson Objective(s): Students will identify a Nickel by name and value, with at least 80% mastery during the independent practice activity. |MATERIALS AND RESOURCES | Instructional Materials: Active board, Nickels, dry erase markers, small items Resources: Harry Kindergarten. (2010). Watcha gonna do?. Youtube. Retrieved January 11, 2012 from: www. youtube. com Harry Kindergarten. (2010). Money, Money, Money. Youtube. Retrieved January 11, 2012 from: www. youtube. com. INSTRUCTIONAL PLAN | Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 6. Identification of Student Prerequisite Skills Needed for Lesson: 5 min We will discuss standard and objective. Watcha gonna do? song to review skip counting. Review Penny. 7. Presentation of New Information or Modeling: 15 min We will discuss our new math vocabulary: Nickel. How much is a Nickel worth? What does it look like?

I will display on the active board the front and back of the Nickel. We will listen to the song Money, Money, Money, and review the portion about Nickels. We will pass around a Nickel. 8. Guided Practice: 10 min In a small group we will use the active board to identify and count Nickels. 9. Independent Student Practice: 20 min Students will make purchase of small items using Nickels. 10. Culminating or Closing Procedure/Activity/Event: 10 min We will review the Nickel and its value. We will discuss that 2 Nickels equal 10 cents which is what a dime is worth and that the dime is our next coin.

Pedagogical Strategy (or Strategies): direct instruction, small group, independent work Differentiated Instruction: learning disabled: provide number lines for students to use as prompts for counting and writing numerals. Student Assessment/Rubrics: Students will be assessed through observation during direct instruction and demonstration of knowledge on guided practice and individual practice. Students must score 80% out 100% on the individual assignment to demonstrate mastery. LESSON PLAN Name: Rebecca Hunter 06, 08, 09, 102. 1. 2-03, 04, 06, 08, 09, 10 GENERAL INFORMATION | Lesson Title & Subject(s): Dimes Topic or Unit of Study: Money Grade/Level: K-5 Special Needs Instructional Setting: 8 students (5 boys, 3 girls), classroom, small group, active board, dry erase board |STANDARDS AND OBJECTIVES | Your State Core Curriculum/Student Achievement Standard(s): MKN1h. Identify coins by name and value (penny, nickel, dime, and quarter).

Lesson Objective(s): Students will identify a Dime by name and value, with at least 80% mastery during the independent practice activity. |MATERIALS AND RESOURCES | Instructional Materials: Active board, Dimes, dry erase markers, small items Resources: Harry Kindergarten. (2010). Watcha gonna do?. Youtube. Retrieved January 11, 2012 from: www. youtube. com Harry Kindergarten. (2010). Money, Money, Money. Youtube. Retrieved January 11, 2012 from: www. youtube. com. INSTRUCTIONAL PLAN | Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 11. Identification of Student Prerequisite Skills Needed for Lesson: 5 min We will discuss standard and objective. Watcha gonna do? song to review skip counting. Review Penny and Nickel. 12. Presentation of New Information or Modeling: 15 min We will discuss our new math vocabulary: Dime. How much is a Dime worth? What does it look like?

I will display on the active board the front and back of the Dime. We will listen to the song Money, Money, Money, and review the portion about Dime. We will pass around a Dime. 13. Guided Practice: 10 min In a small group we will use the active board to identify and count Dimes. 14. Independent Student Practice: 20 min Students will be given several coins. They must find the dimes and count their value. 15. Culminating or Closing Procedure/Activity/Event: 10 min We will review the Dime and its value. We will discuss that 2 Dimes and a Nickel equal 25 cents which is what a Quarter is worth and that the Quarter is our next coin.

Pedagogical Strategy (or Strategies): direct instruction, small group, independent work Differentiated Instruction: learning disabled: provide number lines for students to use as prompts for counting and writing numerals. Student Assessment/Rubrics: Students will be assessed through observation during direct instruction and demonstration of knowledge on guided practice and individual practice. Students must score 80% out 100% on the individual assignment to demonstrate mastery. LESSON PLAN Name: Rebecca Hunter 06, 08, 09, 102. 1. 2-03, 04, 06, 08, 09, 10 GENERAL INFORMATION | Lesson Title & Subject(s): Quarters Topic or Unit of Study: Money Grade/Level: K-5 Special Needs Instructional Setting: 8 students (5 boys, 3 girls), classroom, small group, active board, dry erase board |STANDARDS AND OBJECTIVES | Your State Core Curriculum/Student Achievement Standard(s): MKN1h. Identify coins by name and value (penny, nickel, dime, and quarter).

Lesson Objective(s): Students will identify a Quarter by name and value, with at least 80% mastery during the independent practice activity. |MATERIALS AND RESOURCES | Instructional Materials: Active board, Quarters, dry erase markers, small items Resources: Harry Kindergarten. (2010). Watcha gonna do?. Youtube. Retrieved January 11, 2012 from: www. youtube. com Harry Kindergarten. (2010). Money, Money, Money. Youtube. Retrieved January 11, 2012 from: www. youtube. com. INSTRUCTIONAL PLAN | Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 16. Identification of Student Prerequisite Skills Needed for Lesson: 5 min We will discuss standard and objective. Watcha gonna do? song to review skip counting. Review Penny, Nickel, and Dime. 17. Presentation of New Information or Modeling: 15 min We will discuss our new math vocabulary: Quarter. How much is a Quarter worth? What does it look like?

I will display on the active board the front and back of the Quarter. We will listen to the song Money, Money, Money, and review the portion about Quarter. We will pass around a Quarter. 18. Guided Practice: 10 min In a small group we will use the active board to identify and count Quarters. 19. Independent Student Practice: 20 min Students will complete a worksheet activity on Quarters. 20. Culminating or Closing Procedure/Activity/Event: 10 min We will review the Quarter and its value. We will discuss that we can use all the coins we have talked about to buy things by putting them together to make ertain amounts of money. Pedagogical Strategy (or Strategies): direct instruction, small group, independent work Differentiated Instruction: learning disabled: provide number lines for students to use as prompts for counting and writing numerals. Student Assessment/Rubrics: Students will be assessed through observation during direct instruction and demonstration of knowledge on guided practice and individual practice. Students must score 80% out 100% on the individual assignment to demonstrate mastery. LESSON PLAN Name: Rebecca Hunter 06, 08, 09, 102. 1. 2-03, 04, 06, 08, 09, 10 GENERAL INFORMATION | Lesson Title & Subject(s): combining coins Topic or Unit of Study: Money Grade/Level: K-5 Special Needs Instructional Setting: 8 students (5 boys, 3 girls), classroom, small group, active board, dry erase board |STANDARDS AND OBJECTIVES | Your State Core Curriculum/Student Achievement Standard(s): MKN1h. Identify coins by name and value (penny, nickel, dime, and quarter).

MKN1 j. Make fair trades using combinations involving pennies and nickels and pennies and dimes. Lesson Objective(s): Students will combine coins to make fair trades, with at least 80% mastery during the independent practice activity. |MATERIALS AND RESOURCES | Instructional Materials: Active board, various coins, dry erase markers, small items Resources: Harry Kindergarten. (2010). Watcha gonna do?. Youtube. Retrieved January 11, 2012 from: www. youtube. com Harry Kindergarten. (2010). Money, Money, Money.

Youtube. Retrieved January 11, 2012 from: www. youtube. com. | INSTRUCTIONAL PLAN | Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 1. Identification of Student Prerequisite Skills Needed for Lesson: 5 min We will discuss standard and objective. Watcha gonna do? song to review skip counting. Review values and identity of Penny, Nickel, Dime, and Quarter. 2. Presentation of New Information or Modeling: 15 min

We will discuss combining coins. What can be exchanged equally? What does a fair exchange look like? I will display on the active board examples of fair exchanges. We will listen to the song Money, Money, Money. Guided Practice: 10 min In a small group we will use the active board to make fair exchanges of various coins. 3. Independent Student Practice: 20 min Students will complete an activity in which they have to find at least two coin combinations to reach a specified value. 4. Culminating or Closing Procedure/Activity/Event: 10 min We will review coin combinations for fair exchanges.

We will discuss that we can use all the coins we have talked about to buy things by putting them together to make certain amounts of money. Pedagogical Strategy (or Strategies): direct instruction, small group, independent work Differentiated Instruction: learning disabled: provide number lines for students to use as prompts for counting and writing numerals. Student Assessment/Rubrics: Students will be assessed through observation during direct instruction and demonstration of knowledge on guided practice and individual practice. Students must score 80% out 100% on the individual assignment to demonstrate mastery.

LESSON PLAN Name: Rebecca Hunter 06, 08, 09, 102. 1. 2-03, 04, 06, 08, 09, 10 |GENERAL INFORMATION | Lesson Title & Subject(s): making purchases Topic or Unit of Study: Money Grade/Level: K-5 Special Needs Instructional Setting: 8 students (5 boys, 3 girls), classroom, small group, active board, dry erase board |STANDARDS AND OBJECTIVES | Your State Core Curriculum/Student Achievement Standard(s):

MKN1h. Identify coins by name and value (penny, nickel, dime, and quarter). MKN1 j. Make fair trades using combinations involving pennies and nickels and pennies and dimes. MKN1i. Count out pennies to buy items that together cost less than 30 cents. Lesson Objective(s): Students will combine coins to make fair trades, with at least 80% mastery during the independent practice activity. |MATERIALS AND RESOURCES | Instructional Materials: Active board, various coins, dry erase markers, small items

Resources: Harry Kindergarten. (2010). Watcha gonna do?. Youtube. Retrieved January 11, 2012 from: www. youtube. com Harry Kindergarten. (2010). Money, Money, Money. Youtube. Retrieved January 11, 2012 from: www. youtube. com. | INSTRUCTIONAL PLAN | Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 1. Identification of Student Prerequisite Skills Needed for Lesson: 5 min We will discuss standard and objective. Watcha gonna do? song to review skip counting. Review values and identity of Penny, Nickel, Dime, Quarter, and combining coins. 2. Presentation of New Information or Modeling: 15 min We will discuss making a purchase using various coins. I will display on the active board examples of purchases with coin combinations. We will listen to the song Money, Money, Money. Guided Practice: 10 min In a small group we will use the active board to make purchases using various coins. 3. Independent Student Practice: 20 min Students will complete a worksheet in which they must determine which coins to use to purchase the item shown. . Culminating or Closing Procedure/Activity/Event: 10 min We will review making purchases. We will discuss that we can use all the coins we have talked about to buy things by putting them together to make certain amounts of money. We will discuss our assessment activity of purchasing small items using coins in our class store. Pedagogical Strategy (or Strategies): direct instruction, small group, independent work Differentiated Instruction: learning disabled: provide number lines for students to use as prompts for counting and writing numerals.

Student Assessment/Rubrics: Students will be assessed through observation during direct instruction and demonstration of knowledge on guided practice and individual practice. Students must score 80% out 100% on the individual assignment to demonstrate mastery. Assessment and Evaluation Pre-Test, Observation, Computerized Test Data The pre-test instrument is a quantitative instrument, used to determine what the students present knowledge of coins and their value are prior to the unit of instruction. The assessment is given as a multiple choice pencil and paper test. The pre-test has 10 questions.

The following questions will be assessed: What coins are readily identified/valued? Which coins do students have the most difficulty identifying/valuing? Are students able to group coins in order to reach a specified amount of money? The students were scored with each question being worth 10% of the overall grade. Final scores were recorded in a table in order to be compared with post-test scores to check student progress. The purpose of the data collected from the pre-test is to determine students areas of strength and weakness in identifying and valuing coins, in order to target instruction to areas of need.

In addition to the data gathered from the pre-test, to learn more about this problem computerized sources of data were obtained, in the form of MAP test scores. The MAP test score data is a quantitative instrument, used to determine what the students knowledge of coins and their value are prior to the unit of instruction. The MAP assessment is a multiple choice computerized assessment. The area of the assessment concerning coins contains 10 questions. The following questions will be assessed: What coins are readily identified/valued?

Which coins do students have the most difficulty identifying/valuing? Are students able to group coins in order to reach a specified amount of money? Once again, the students were scored with each question being worth 10% of the overall grade. Final scores were recorded in a table in order to be compared with pre-test scores to determine student needs in this area. The purpose of the data collected from the assessment is to determine students present level of strengths and weaknesses in order to effectively plan a unit of instruction based on those needs.

At the end of the unit, students will be assessed on their overall knowledge of identifying, valuing, and combining coins in order to make a purchase by a hands-on activity. A class store will be set up with small items tagged for sale for 99 cents or less. Students will attempt to purchase five items using various coin combinations. Students must accurately combine their coins in 3 out of 5 purchases in order to master the assessment. Students will be assessed in this activity through teacher observation and data collection.

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